The school leader and the adviser sorting out their roles
Helping the leader to lead
or
Helping the leader to learn how to lead
Findings from the research on leadership develpoment in the SENS project.
Quick analysis of data collected so far shows leaders learn when:
solving problems in their schools eg lack of teacher engagement, or student results are not climbing as expected.
working with their colleagues (we found they seldom mentioned specific times when we provided workshops or seminars)
when teachers engaged and started playing their part.
Any additional ideas you have from your experiences?
How do we help leaders learn how to do this?
What are the ways you do this at the moment?
in small groups discuss times when you have helped leaders learn their craft, identify the strategies that have worked.
Mentoring/Coaching
Directing
Training
Coaching
Mentoring
Aim
Other person follows directions
Other person learns a prescribed process
Other person develops own approach to achieve an outcome
Other person clarifies own goals/needs and responses
Coach’s Role
Tell. Expect performance
Show how something is done
Help other person develop their own approach
Support other in self-reflection and decision making
Develops own response to task. Takes responsibility for results
Identifies own needs, focus and options
You might hear
“I’d like you to do that please”
“This is how you do it”
“How do you think you could do it?”
“What is important to you?”
Being a bloody good mentor
Listen for what is said and not said Let them do the talking
Reflection and Active Listening
Working in pairs the person you are working with will be your today coach/mentor.
Each of you write down three recent adviser situations that are significant to you, where you worked in a school. Eg staff meeting, talking with a teacher who is struggling to understand the changes, A principal who isn’t supporting the school initiative you are working on etc. Select one that you would find valuable to talk about in a coaching situation. Read the active listening guidelines and process
Spend three or four minutes explaining to your “today’s coach”, as much as you can about the situation, what happened, what you were thinking about then and what you are thinking about now, the issues you face and what you might do next, or anything else that comes to mind. The listener uses ideas from active listening. Take time to reflect on the listening process, what was it like to be the speaker, what was it like to be the listener, what were the mental processes going on in your mind as you listened or spoke? Swap roles and repeat the process.
Understand with Deep Levels of Empathy.
Mentoring is based on building trust and understanding. It takes time.
Share responsibility of problem solving.
Remember you are not a sticking plaster!!!!!!!
Model session.
Practice
In pairs give it a go
.
Reflection with a team
Same process of critical reflection one on one but with a lead team.
Assume a lead team have planned a schoolwide approach to professional development as we did in session one.
Now they are into iplementing the programme but monitoring of student achievement data shows that student progress is lower than expected.
Key Questions to ask.
What have we done?
(what programmes, meetings strategies etc and how much, ie how many classroom observations, how much data analysis)
How good was it?
(what changes in practice, attitude have we identified ie 2 out of 10 teachers are using student achievement data to plan programmes that meet needs of students or 5 teachers have consistantly trialed ideas in their classroom indicating they are level 3 on Guskey's model of teacher learning)
Is anyone better off as a result
( is there any evidence that student outcomes have changed for the better)
Can we show the data over time to identify if we are changing old trends
We are learning to;
Examination of the Steps Model developed at our last session
The school leader and the adviser sorting out their roles
- Helping the leader to lead
orFindings from the research on leadership develpoment in the SENS project.
Quick analysis of data collected so far shows leaders learn when:Any additional ideas you have from your experiences?
How do we help leaders learn how to do this?
What are the ways you do this at the moment?
in small groups discuss times when you have helped leaders learn their craft, identify the strategies that have worked.
Mentoring/Coaching
· Giving unambiguous instructions
· Checking outcomes
· Demonstrating
· Modelling
· Giving feedback
· Listening
· Problem solving
· Goal setting & planning
· Listening
· Questioning
· Supporting
Being a bloody good mentor
Listen for what is said and not said Let them do the talking
Reflection and Active Listening
Working in pairs the person you are working with will be your today coach/mentor.
Each of you write down three recent adviser situations that are significant to you, where you worked in a school. Eg staff meeting, talking with a teacher who is struggling to understand the changes, A principal who isn’t supporting the school initiative you are working on etc.Select one that you would find valuable to talk about in a coaching situation.
Read the active listening guidelines and process
Spend three or four minutes explaining to your “today’s coach”, as much as you can about the situation, what happened, what you were thinking about then and what you are thinking about now, the issues you face and what you might do next, or anything else that comes to mind.
The listener uses ideas from active listening.
Take time to reflect on the listening process, what was it like to be the speaker, what was it like to be the listener, what were the mental processes going on in your mind as you listened or spoke?
Swap roles and repeat the process.
Ask effective questions that encourage reflection
House diagram
Understand with Deep Levels of Empathy.
Mentoring is based on building trust and understanding. It takes time.
Share responsibility of problem solving.
Remember you are not a sticking plaster!!!!!!!
Model session.
Practice
In pairs give it a go
.
Reflection with a team
Same process of critical reflection one on one but with a lead team.
Assume a lead team have planned a schoolwide approach to professional development as we did in session one.
Now they are into iplementing the programme but monitoring of student achievement data shows that student progress is lower than expected.
Key Questions to ask.
What have we done?
(what programmes, meetings strategies etc and how much, ie how many classroom observations, how much data analysis)
How good was it?
(what changes in practice, attitude have we identified ie 2 out of 10 teachers are using student achievement data to plan programmes that meet needs of students or 5 teachers have consistantly trialed ideas in their classroom indicating they are level 3 on Guskey's model of teacher learning)
Is anyone better off as a result
( is there any evidence that student outcomes have changed for the better)
Can we show the data over time to identify if we are changing old trends
What are our theories about why we are getting the results we are?
Who are our partners here?
What theories for improvement have we got?
What is the justification/evidence/research that tells us this theory is likely to work?
What strategies will we use to go forward?
Next year
What could a leadership development model for lead teachers SCTs, school leaders that builds on what we have learned this year look like.
Would it be useful to repeat this programme with other advisers in 2009, if so what would we change? (eg Digital portfolio of a school based project).
Date Change
I have a school improvement Hui that clashes with our last day.Suggest 10th or 11th December.
Change dates
I have a schooling improvement meeting in Auckland on the next date. Suggest post CED day eg Wdnesday 10th or Thursday 11th December?